Healthforce collaboration in disaster training

Sunday, 17 November 2013: 11:20 AM

Kathleen M. Lamaute, EdD, FNP-BC, NEA-BC, CNE1
Anthony Egan, RN, MSN2
Alexandra Bliven Bliven, MN, RN1
(1)Division of Nursing, Molloy College, Rockville Centre, NY
(2)Emergency Mangement, North Shore LIJ Health System, Syosset, NY

Learning Objective 1: Identify collaborative efforts for training and educating community health nurses.

Learning Objective 2: Describe overview of structured course content and application.

Collaboration is an essential part of nursing education. Now more than ever nursing education requires a strong curriculum focus on Disaster Preparedness and Response. Nurses in the community are often the first line of nursing providers who respond to a disaster. The United States Department of Homeland Security (DHS) Federal Emergency Management Agency (FEMA) has a national emergency responder medical and public health credentialing program. Our college in collaboration with a major health system has initiated specific training for senior level nursing students to provide a link between education and practice. Students are trained and certified in domestic preparedness as "first receivers". This enables them to respond to a disaster at the community level. Student training and education required two eight hour sessions: 1) Standardized Awareness Training and 2) Hospital Emergency Response Training: Basic, Indirect Delivery. A comprehensive overview of prevention, deterrence and identification of chemical, biological, radiological, nuclear and explosive hazards was provided. This experience provided a review of the national emergency response system and the hospital emergency response teams. Students were able to work with personal protective equipment (PPE). Education related to specific protection as well as limitations of levels of PPE was provided. Procedures, staffing and operations of Emergency Treatment Areas (ETA) was presented. Hazard control zones with labeling of hot zone, warm zone, and cold zone descriptive of levels of contamination was taught. Triage methods of Simple triage and rapid treatment (START) and pediatric focused method (JumpSTART) were taught. A triage system using a color code system was reviewed. At the conclusion of the training, students had the opportunity to participate in a full disaster response simulation incorporating areas that were taught. Student evaluation of the program showed a significant positive response to the education and training provided.